## balloon pop conversions.notebook - Section 2: Balloon Pop Activity

# Power to the 10 Again! Real Life Application Problems

Lesson 4 of 5

## Objective: SWBAT apply metric conversions to real life applications.

*80 minutes*

#### DO NOW

*10 min*

**Begin class by giving students a metric conversion problem to solve. This is taken from the course 1 Holt mathematics book:**

During the 2005 Tour de France, Lance Armstrong was the stage winner from Tours to Blois, which has a distance of 67.5 km. How many meters is this? Allow students to use their own strategy to solve this problem**.(SMP 1 and 5**) Before discussing as a whole group, have students share with their tablemates how they solved the problem **(SMP 3).** Remind students to listen while being spoken to and to not interrupt. Coaching will be allowed after everyone has had a chance to share. Once all group members have shared their strategy and answer, allow time for coaching.

Discuss different strategies as a whole group.

#### Resources

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#### Balloon Pop Activity

*30 min*

The lesson will start by reviewing basic metric conversions. I will be using the smart board activity called balloon pop. Make sure all students have a white board and marker or paper and pencil.

- Call on random students to throw the koosh ball or other soft object at the smart board. Once a balloon is hit, it will pop and reveal a problem for the whole class to answer.
- All students must work on the problem in solo silent mode (independently) at first
**(SMP 1 and 5).** - Once all students are done working, they may team check. This is time for coaching and tutoring.(
**SMP 3)** - Once teams are done checking, I like to call a color (green, red, yellow, blue) to stand up and represent their team’s answer.
- Reveal the answer from underneath the shade. Have team members congratulate each other on a job well done.
- Repeat from step 1. (There are 24 problems, but there is no need to complete them all)

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Once you feel comfortable that the students have had enough exposure to conversions with the metric system, bring them back to begin looking at application problems.

Use the power point as guided instruction. Complete some together and allow students to work on some alone.

#### Resources

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#### Closure

*10 min*

Have students answer the following question and explain in words how they arrived at their answer:

Alyssa, Terri, and Katie used a metric scale to weigh some rocks they collected on their walk. The masses of the rocks were 29 g, 52 g, 18 g, 103 g, 154 g, and 96 g. What was the combined mass of the rocks in kilograms? In milligrams? What is the difference in kilograms between the heaviest and lightest rocks?

#### Resources

*expand content*

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